Assignment 2: Course Project Component— Multiple Baseline Design, Variation 2

  
For this module’s course project component, you will develop a second variation of the multiple baseline design of your single-subject study for your Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment.

To prepare:
· Review the O’Neill, R.E., et. al. (2011) course text reading for this module to gather insights and examples to support your multiple baseline design variation for this module’s course project component.
· Consider the topic, variables, and designs you have developed and submitted to your Instructor thus far to inform this Assignment.

Compose a 2–3 page overview of your Multiple Baseline Design, Variation 2 for your single-subject study.

Note: See the Course Project instructions and rubric in Module 6 for more details regarding the requirements of this Assignment.

Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Consult the following readings for work on your course project assignment during this module:
O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

Chapter 10, “Alternating Treatment Designs”      (pp. 151–170)

Focus on the characteristics of alternating treatment designs. Pay      particular attention to design variations. Note the adapted alternating      design and specific examples.

Mixed-Methods
Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.
Bishop, A. G., Brownell, M. T., Klingner, J. K., Leko, M. M., & Galman, S. A. C. (2010). Differences in beginning special education teachers: The influence of personal attributes, preparation, and school environment on classroom reading practices. Learning Disability Quarterly, 33(2), 75–92.
Focus on this approach to mixed-methods design. Recognize the factors that are studied. Consider how teachers were classified.
Igo, L. B., Bruning, R. A., & Riccomini, P. J. (2009). Should middle school students with learning problems copy and paste notes from the internet? Mixed-methods evidence of study barriers. Research in Middle Level Education Online, 33(2), 1–10.
Focus on the experimental phase of this mixed-methods study. Pay particular attention to the explanatory theme. Study the multiple measures and approaches.
Koury, K., Hollingsead, C., Fitzgerald, G., Miller, K., Mitchem, K., Tsai, H-H., & Zha, S. (2009). Case-based instruction in different delivery contexts: The impact of time in cases. Journal of Interactive Learning Research, 20(4), 445–467.
Focus on the mixed-methods naturalistic research design. Review the process for reaching across multiple delivery contexts. Reflect on the selection of participants.
Patton, D. C. (2011). Evaluating the culturally relevant and responsive education professional development program at the elementary school level in the Los Angeles Unified School District. Learning Disabilities: A Contemporary Journal, 9(1), 71–107.
Focus on the measurement of this professional development program. Note the design of the program evaluation. Pay particular attention to assessing the goals.
Rugg, N., & Donne, V. (2011). Parent and teacher perceptions of transitioning students from a listening and spoken language school to the general education setting. The Volta Review, 111(3), 325–351.
Focus on the methods for examining the perceptions of parents and teachers. Study the mixed-methods design. Read about the criterion-based sample.
Shaunessy, E., & McHatton, P. A. (2009). Urban students’ perceptions of teachers: Views of students in general, special, and honors education. The Urban Review, 41(5), 486–503.
Focus on the assessment of students’ perceptions. Recognize the mixed-methods design. Consider the use of quantitative and qualitative approaches.

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